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　　4. Who’s the lucky dog?

　　Guess words in a turntable.

　　【设计意图】通过“谁是幸运儿”游戏，变枯燥乏味的机械性训练为学生喜爱的富有挑战的游戏形式，激发学生学习和记忆单词的热情，使单词操练达到效率最大化。

　　5. Learn to say new sentences.

　　⑴ Describe pictures.

　　Lucy went ice-skating.

　　Lucy wore warm clothes.

　　Lucy fell over, but it didn’t hurt.

　　Lucy learnt to skate.

　　⑵ Find friends of the pictures and talk about them in pairs.

　　【设计意图】图配文找朋友说一说的活动，让学生在同桌合作互动中进一步训练所学语言。

　　6. Scan line by line.

　　Guess the pictures about Lucy’s story.

　　7. Talk about Lucy’s story with 6 pictures.

　　Lucy went on ice-skating.

　　Lucy went ice-skating.

　　The ice was very cold.

　　Lucy wore warm clothes.

　　Lucy fell over, but it didn’t hurt.

　　Lucy learnt to skate.

　　【设计意图】教学呈现梯度发展，学生在老师的指导下从单词——短句——语篇（学会说故事），一步步突破难点。

　　8. Listen and imitate.

　　【设计意图】良好语音语调的形成是一个习惯的养成过程，而听音模仿是小学生学习并形成良好语音技能的有效方式，学生在教师的指导下通过听录音模仿,可以较好的学习发音，体验地道自然的语音语调，培养良好的发音习惯。

　　三、Practice

　　1. Talk about Lucy’s story with key words.

　　【设计意图】教师进一步指导学生在抓住重点词讲故事的过程中，应注重完整性、顺序性和逻辑性，使学生口头表达能力得到进一步提升，也为后面的创编故事做好良好的铺垫。

　　2. Read Lucy’s story and write down the missing words.

　　【设计意图】此环节，遵循“听说领先，读写兼顾”的原则，对所学内容从听读的层面上升到写，学生的技能得到全面的提高。

　　Consolidation

　　and extension1. Tell our story

　　⑴ Listen and perform Sunny’s story.

　　⑵ Children make an interesting story.

　　① Discuss in groups. ② Tell and perform the story.

　　Our Story

　　Yesterday, we went to the ______. We wore ______. We saw lots of ______.

　　We ate some ______. ______ fell over. ______helped him.

　　We had a good time.

　　⑶ Make a class story book.

　　【设计意图】学生在合作中轻松地运用所学的语言，创编精彩的故事，尝到了“学了能用的甜头”。老师将小组编拟的故事装订成册又与课前所提的任务相呼应，把整堂课推向了**。

　　四、Summary

　　What have we learnt today? Who’s the winner today?

　　五、Assignment

　　1. Listen and read the text.

　　2. Finish off activity book, Ex 2.

　　3. A: Talk about your story to your friends. (选作) B: Write down your story. (选作)

　　【设计意图】任务作业，延伸课外。分层布置，尊重个体差异。